NET-JENERASYONU ÖZDÜZENLEMELİ ÖĞRENENLER OLMAK ZORUNDA: Web 2.0 Teknolojilerinin Özdüzenlemeli Öğrenme Becerilerinin Geliştirilmesinde Kullanılması

Öz

Bilgi tekolojileri ile birlikte yetişen bu nedenlede (inter)net-jenerasyonu olarak adlandırılan bir kuşağı eğitmeye çalışıyoruz. Peki biz eğitimciler bu kuşağın özelliklerinin yeterince farkıda mıyız? Onlar bilgi teknolojilerini günlük hayatlarının bir parçası olarak kolaylıkla kullanıyorlar. Sosyal ağlarda bilgi ve çeşitli materyaller paylaşmak ve diğer kullanıcılarının paylaşımlarına erişebilir olmak onlar için neredeyse bir ihtiyaç. Söz konusu sanal ortamlardaki varlıkları ve aktiviteleri bu gençlerin benlik algıları ve kişisel gelişimlerinde gün geçtikçe daha da etkili olmakta ancak bu gelişmelerin öğrenmeleri üzerindeki etkileri hala belirsiz. Bilgi teknolojileri yaşamımızı böylesine kuşatmışken bu etkileri görmezden gelmek oldukça güç. Bu nedenle eğitimcilerin; mevcut eğitim programları ile teknoloji çağı öğrencilerinin tercihleri ve ihtiyaçlarını, öğrencilerin aktif ve katılımcı olabilecekleri tekonoloji temelli sosyal öğrenme ortamlar geliştirerek kesiştirmeleri gerekmektedir. Bu tür öğrenme ortamlarının sahip olması gereken pedagojik özelliklerin neler olduğu tartışılması gereken konuların başında gelmektedir. Gelişmekte olan teknolojilerin eğitimde kullanılması öğrenmenin gün geçtikçe bireyselleşmesine neden olurken öğrencilerin bu ortamlarda başarılı olabilmeleri için özdüzenleme becerilerinin gelişmiş olması önemlidir. Sosyal medya, öğrenen merkezli bağımsız öğrenme ortamları oluşturulmasında bir fırsat olarak kullanılabilir (Albion, 2008; Maddux, Liu & Johnson, 2008; McLoughlin & Lee, 2010). Bu çalışmanın amacı, yeni sosyal medya uygulamalarından Web2.0 teknolojilerinin özdüzenlemeyi destekleyici araçlar olarak kullanılabileceğini ortaya koyan güncel çalışmaların incelenmesidir.

Anahtar Kelimeler

• Web 2.0 teknolojileri, wikiler, bloglar, özdüzenlemeli öğreme

THE NET GENERATION NEED TO BE SELF REGULATED THAN EVER: Using Web 2.0 Technologies For Enhancing Self-Regulated Learning

Abstract

We are trying to educate the Net Generation. Do we educators aware of the characteristics of this new generation? They expect to be able to remix and share material often by way of social networking sites that provide tools and access to other users. Activities in these spaces are becoming increasingly important to help them develop of their own identities, but the effect of these developments on learning is still uncertain. It is hard to ignore the power of these effects while young people across the globe have embraced information technology. Educators have to find a way to intersect the school curriculum and the preferences and perceptions of the technology-age students' who are needed to be motivated in technology based active learning environments which are social, participatory and which are supported by rich media. What about the pedagogical needs of those learning environments? It is important to consider that using developing technologies in education brings out greater personalisation of learning. Students need to be self regulated to be succesful in student centred, indepented learning environments. Social media can be used as an opportunity for this pedagogical change in education (Albion, 2008; Maddux, Liu & Johnson, 2008; McLoughlin & Lee, 2010).New social media applications are transforming the Internet from a read-only (Web 1.0) environment to a read-write ecology that many are calling Web 2.0 technologies that are becoming popular in teaching and learning environments. Among them several online collaborative writing tools, like wikis and blogs, have been integrated into educational settings (Heafner & Friedman, 2008; Rosen & Nelson, 2008). This article reviews current uses of Web 2.0 technologies as self-regulatory tools for enhancing learning.

Keywords

• Web 2.0 technologies, wikis, blogs, self-regulated learning.

Kaynakça

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